50 Young Children September 2011

2, 3
hoosing toys and activities that are suitable for infants and toddlers can chal-
lenge even the most experienced teacher. By being mindful of the basic
principles of child development and the role of play, teachers can intentionally
select toys to meet young childrens unique needs and interests, supporting learn-
ing. It is also important to be aware of the essential role of teacher-child interac-
tions. When teachers engage with children
as they play, teachers help children make
sense of their experiences and promote
childrens further exploration (Johnson &
Johnson 2006).
Understanding development
and toys
Play is the mechanism by which chil-
dren learnhow they experience their
world, practice new skills, and internalize
new ideasand is therefore the essential
work of children (Paley 2004). Through
this continuous and expanding process,
early skills give rise to new ones and new
experiences are integrated with previ-
ous ones. Through play, children learn
about the world and engage in activities
that encourage their cognitive, emotional, and social development (Elkind 2007).
For example, when a child bangs on a drum, she learns she can create a sound.
Through play, she learns the important concept of cause and effect.
Gabriel Guyton, MA, MSEd, is a
special education teacher for children
ages 5 and under at Bank Street Fam-
ily Center in New York City. In addition
to a masters degree in psychology
of counseling and an Infant, Toddler,
and Family Specialist certifcate, she
has more than 10 years of experience
working with children, including two
years supervisory experience and fve
years as an early intervention special-
ist. Gabriel has taught infants to 3-year-
olds at Bank Street Family Center in
New York as well as 3-year-olds in
Thailand. belfulton@gmail.com
Using Toys to Support Infant-Toddler
Learning and Development
Gabriel Guyton
Colorful scarves fill the air in a
mixed-age, inclusive infant and tod-
dler classroom. Most of the young
children dance and move, swaying
their bodies and hands while waving
their scarves. Maggie is 2 years
old, but her play and skills are more
typical of a younger child. Instead
of dancing with the others, she
sits alone, happily mouthing a few
scarves. Her teacher, Vicky, wants
to help Maggie expand her play.
C
By being mindful of
the basic principles
of child develop-
ment and the role
of play, teachers can
intentionally select
toys to meet young
childrens unique
needs and interests,
supporting learning.
Vicky understands where Maggie
is developmentally and also knows
Maggie enjoys filling and dumping.
The teacher stuffs scarves inside an
empty tissue box, leaving a small
piece poking out. Maggie excitedly
pulls scarves from the box and
laughs; a new game is born. By being
aware of Maggies developmental
skills and interests, Vicky has used a
simple toy to facilitate the toddlers
cognitive development through play.
Young Children September 2011 51
Fostering Critical Thinking and Problem-Solving Skills in Young Children
Teachers can build on childrens play by providing engag-
ing toys. Effective toys are safe and suited to the childs
age, abilities, and interests. When a child expresses an
interest in animals, for example, a teacher can build on this
by adding animal toys to block play. Block play provides a
foundation for learning about problem solving and basic
math and science concepts.
Child development occurs across several domains,
including language, ne motor, gross motor, social-emotional,
and cognitive development. When choosing materials and
planning learning activities for children, teachers can con-
sider how the toys and experiences will support develop-
ment within and across these domains. Certain toys pro-
mote behaviors that encourage development within certain
domains. For example, teachers can nurture the cognitive
skill of object permanence by hiding a toy under a scarf and
playing the classic peek-a-boo game.
A childs cognitive development involves thinking skills
the ability to process information to understand how the
world works. Toys and play naturally provide opportunities
for practicing different thinking skills, such as imitation,
cause and effect, problem solving, and symbolic think-
ing. When a teacher models drumming on pots and pans,
a child imitates and quickly learns to make a noise of his
own. Offering this opportunity to play allows the child to
practice imitation, to experience cause and effect, and to
have fun discovering how the world works.
Homemade toys and readily
available materials
Many advertisements lead consumers to think that toys
are better if they are expensive, store-bought items. In real-
ity, the best toys are those selected based on their appro-
priateness for a childs age, development, and interests.
Engaging toys are often homemade or readily available
items such as fabric, bottles, cardboard boxes, yarn, cook-
ing pans, pineconesthe options are practically limitless.
This is especially important to keep in mind for economi-
cally challenged communities or just plain busy people.
Even for people with the time and resources, making toys
can be a more personal way to build relationships between
teachers and children. Using photos of family members
to make stick puppets, for example, is a wonderful way to
bring the childs home into the classroom.
When choosing materials for toys, it is important to
consider the childrens communities and cultures. Teachers
can bring into the classroom elements of different lan-
guages, dress, and music. When choosing or making books,
for example, some can reect the cultures and languages of
the children. Similarly, dolls, dress-up clothes, and pretend
food should represent childrens families and communities.
A little creativity combined with basic materials can stim-
ulate play and facilitate a young childs development across
all domains (including cognitive). For example, teachers
Thinking about Safety
When selecting toys, it is critical to consider the
numerous safety issues specifc to different develop-
mental stages. Choking and falling are two concerns for
infants and toddlers. Children love to move, and young
children learning to control their bodies often fall or bump
into things. Toys and other classroom materials should
not have sharp edges or projections. Infants and toddlers
often explore their world by putting things in their mouths.
Small buttons or pieces that come off easily are choking
hazards and should be avoided. Watch out for chipping
paint, and select toys that are not toxic.
Be on the lookout for materials treated with potentially
harmful substances, such as arsenic (used to treat some
wood products), lead paint, and chemicals such bisphe-
nol A (BPA) and phthalates. Childrens brains and bodies
are smaller than adults and are developing fast, making
them especially vulnerable to toxic substances, even
in small amounts. Look for labels on toys and materi-
als (such as nontoxic or BPA-free), and check online
resources such as www.gogreenratingscale.org.
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52 Young Children September 2011
can use cardboard boxes, plastic dishes, pie tins, and sock
puppets. In the following section, all of the suggested toys
and materials can be handmade using easily acquired or
inexpensive materials.
Choosing and using toys to support
cognitive development
Teachers should be intentional about the toys they offer
to children, regardless of whether they are homemade or
store-bought. For example, many toddlers enjoy using mod-
eling materials and props such as playdough. Offer it to
children with some specic developmental goals in mind.
Provide matching plastic cookie cutters, allowing children
to make shapes and experience the ideas of same and
different as they explore.
The following
examples illustrate
toys that are easy to
nd or make, as well
as specic areas of
cognitive develop-
ment that can be
addressed with the
toys. Keep in mind
that a lot of toys are
open-endedappro-
priate for children
at different ages and
developmental levels. Children can use these toys in many
different ways, and they will hopefully spark your imagina-
tion to make other fun, educational toys for infant and tod-
dler classrooms (see Toys
and Activities to Nurture
Childrens Cognitive
Development for more
ideas).
Fabric
Scarves and pieces of
cloth of different colors
and textures can come
from old clothes, sheets, or
fabric scraps provided by
families, collected by teach-
ers, or donated by a store
in the community. Teachers
can use fabric with children
of all ages. A scarf can be a
costume in dramatic play,
an item to throw and catch,
or something to put in a
box and pull out again.
Example. Kaori, age 8 months, plays with her teacher,
Devora, who hides a doll under a scarf and calls out, Dolly,
where are you? Devora checks with Kaori, then lifts the
scarf and says, There you are, Dollypeek-a-boo! Kaori
laughs, excited at the return of her doll.
Cognitive connection. Kaori is becoming aware of
object permanencethe knowledge that an object is there
even when it cannot be seen (Cole, Cole, & Lightfoot 2005).
This is an essential step in an infants cognitive develop-
ment because understanding object permanence leads to
an understanding of her world and an awareness that will
allow her to learn, imitate, and explore. Through explora-
tion of the environment and peek-a-boo and
other games that involve hiding objects, a
teacher can support childrens emerging
awareness of the environment around them
(Brazelton & Sparrow 2006).
Blocks
Blocks are great toys for children of all
ages. Blocks made of wood are one option,
but teachers can also offer shoeboxes,
cereal boxes, plastic bowls, cups, and paper
bags lled with crumpled newspaper and
taped shut. These simple blocks are best
for children ages 2 years and under, while
wooden unit blocks are good for ages 2 and
up (MacDonald 2001). Children can explore,
move, and hold blocks before beginning to
stack them vertically or line them up hori-
zontally to form simple structures or com-
plex designs. They can select blocks of the
same size or in uniformly descending sizes.
A lot of toys are
open-ended
appropriate for
children at difer-
ent ages and devel-
opmental levels.

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Toy
Mobile
Bottle with foat-
ing objects
Knock-knock
Books
I Spy telescope
Puppets
Age (months)
06
69
912
1218
1824
2436
Activity
Moving objects attract a young childs attention and
stimulate interaction. Attach safe objects (such as
pictures or large pinecones) to a string and hang the
mobile so that a child can watch it move and also
reach out and pull or bat items. The child can be lying
on her back or sitting and reaching forward.
Infants need toys that illustrate cause and effect. Fill a
clear plastic baby bottle or soda bottle with water and
add shells, rocks, foating glitter, or any object that cap-
tures a childs interest. Make sure the top is attached
securely and, especially in a mixed-age room, prefer-
ably glued with all purpose nontoxic glue. Children can
shake the bottle to hear and see items move inside
and roll it, which encourages crawlers to chase after it.
Any surprise item that can be uncovered provides
opportunities for children to discover and name. On a
large piece of paper, draw or glue pictures. For each,
cut out rectangles from different color paper that is
large enough to hide the pictures. Attach these by glu-
ing or taping down one long side so that they can be
opened like doors. Have children knock on the doors
and open them to reveal the hidden items.
Early books are an excellent (and fun!) way for chil-
dren to discover and name objects, and learn that
pictures represent real things. Thin paper books can
be diffcult for very young children to manipulate. They
also tear easily. Glue pictures of animals, everyday
objects, or drawings onto pieces of thick cardboard,
and bind the pages with glue or yarn. For a more inter-
active experience, glue pictures on fabric or papers of
different textures.
Almost anything that is open on two ends can become
a childs telescope. Use paper towel tubes, empty
cracker boxes, or just roll a few sheets of paper and
tape them together. Children can look through the
telescope for things around the room or yard. Offer
variations by asking children to look for specifc items,
colors, or categories. For example, Do you see any-
thing green? Do you see any animals?
Children can use puppets to tell stories and act out
ideas. Make hand puppets from a variety of materials
(such as paper, socks, cloth, and so on) or make a
handheld puppet by gluing a picture to a stick. Decora-
tion brings a puppet to life. For example, draw a face
with markers, glue on pictures from a magazine, or
adorn puppets with string or yarn.
Cognitive Connections
Cause and effect
Sound and texture
discoveries
Hand-eye coordination
Cause and effect
Intentionality
Object permanence
Cause and effect
Naming
Early literacy
Language and
vocabulary
Prediction
Wh questions
(who, what, when,
where, why)
Classifcation
Recognition
Language and
vocabulary
Joint attention
Perspective taking
Imagination
Abstract thinking
Language
Sequencing
Toys and Activities to Nurture Childrens Cognitive Development
54 Young Children September 2011
Example. Fatima,
age 22 months, takes
blocks made from
cardboard boxes from
an assorted pile in the
block area. She stacks
one on top of the other
while playing at a
tabletop. As she places
a fourth block on top of
her tower, it falls down.
Fatimas teacher Maria
says, Look, the block
is beside your foot.
Fatima stops and looks
to the side of her body
and picks up the block.
Fatima then picks up a
large block and places
it on a small block. The
large block falls over.
Maria says, Oh! The
big block fell off the
small block. Fatima
then puts the small block on top of the big block. Maria
excitedly responds, Look, you put the small block on top
of the big block and it did not fall.
Cognitive connection. Fatima is gaining an understand-
ing of spatial relationshipsthe ability to understand
dimensions and shapes and how they work together. She is
learning how to balance and t pieces to build towers. As
she expands this play through experience, she might build
more complex structures, such as bridges and enclosures
(MacDonald 2001).
Puzzles
A mufn pan accompanied by a variety of small objects
can be an excellent rst puzzle for infants and toddlers.
Offer items that t easily inside or, to make it more compli-
cated, just barely t. A mufn pan puzzle allows children
to feel a sense of success since all the cups are the same
size. To make puzzles that offer greater challenges, cut out
circles or squares of different sizes in the top of a shoebox.
Offer objects such as large recycled plastic jar tops, toy
cars, or clothespins that just t inside the cutouts.
Teachers can build on childrens developing cognitive
skills by creating simple picture puzzles. To make puzzles,
draw a picture, print a photograph, or cut out a picture
from a magazine. Glue the picture to a piece of cardboard
or paper plate so that the puzzle is easier to manipulate,
and cut it into pieces that a child can reassemble.
Example. Raj, age 12
months, sits surrounded by
objects of different sizes and
shapes, including a plastic
cup, a toy boat, and jar lids.
His teacher places a muf-
n pan in front of him. Raj
picks up objects and puts
them in and out of the cup
shapes in the pan, rotating
pieces to make them t. He
concentrates with each new
object and claps his hands in
delight with each success.
Cognitive connection. As
he manipulates objects to
make them t into the muf-
n pan, Raj is thinking and
problem solving. As children
are exposed to these types
of activities, they learn to
develop solutions, which
boosts their condence in
their ability to solve problems. Without the frustration of
precise puzzle pieces, early versions allow infants and tod-
dlers to explore different sizes and shapes, and gain under-
standing of size dimensions and concepts of in and out. As
children get older, teachers can introduce simple puzzles
with a few pieces.
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(contd on p. 56)
Love Waves by Rosemary Wells
978-0-7636-4989-0 $15.99
To watch the trailer, visit www.candlewick.com
Impossible!
Intolerable!
Insufferable!
The Snif es for Bear
by Bonny Becker illustrated by Kady MacDonald Denton
978-0-7636-4756-8 $16.99
A hilarious new adventure
starring the worlds most lovable
curmudgeon and his endearing,
unstoppable sidekick
For activities and more,
visit www.candlewick.com
More Bear and Mouse books:
A Visitor for Bear
HC: 978-0-7636-2807-9
A Birthday for Bear
HC: 978-0-7636-3746-0
PB: 978-0-7636-4579-3
A Bedtime for Bear
HC: 978-0-7636-4101-6
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2
0
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K
a
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M
a
c
D
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The perfect book
to comfort children
who miss loved ones
when theyre away
Love waves are
coming your wa
y.
I
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2
0
1
1
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R
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m
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W
e
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s
by
New York Times best-selling author
ROSEMARY WELLS
NAEYC_ad.indd 1 7/12/11 1:59 PM
56 Young Children September 2011
Copyright 2011 by the National Association for the Education of Young Children.
See Permissions and Reprints online at www.naeyc.org/yc/permissions.
Rattles
Infants love making noise. Teachers can use a clean plas-
tic container, small enough for a child to hold in one hand,
to quickly make a wonderful noise-making toy. Fill the con-
tainer with objects too large to be a choking hazard, such
as shells or large bells. Make sure there is enough
space for the objects to move freely inside. Seal
the top with a lid using heavy tape.
Example. Mario, age 8 months, sits on the
oor holding a small plastic water bottle partly
lled with broken pieces of crayon. Music plays
and Rosemary leans toward Mario, moving his
hands up and down, singing, Shake your mara-
cas . . . shake, shake, shake your maracas. Mario
smiles and imitates his teacher, shaking the bot-
tle. Each time he moves the bottle, it makes more
sound, encouraging him to keep up the motion.
Cognitive connection. Mario is interested
in activities that demonstrate cause and effect.
Activities such as simple musical instruments
offer children a chance to gure out how objects
work and to connect their own actions with out-
comes. This can lead to a greater sense of self-awareness
and increased control over their environments.
Summary
Infants and toddlers engage in certain types of play,
depending on their stage of development. Teachers can
maximize opportunities to build new skills by being mindful
of where children are developmentally, what their interests
are, and what skills they, as educators, want children to
explore. When teachers are aware of how specic cogni-
tive skills can be practiced through play, they can choose
toys and activities intentionally. As the underlying reasons
for selecting specic toys and activities become clearer, a
world of limitless possibilities for invented toys opens up.
As the primary vehicle for early childhood education,
toys are an essential classroom ingredient. Teachers can
easily make toys from inexpensive materials found in most
communities. Readily available materials, when used appro-
priately, can stimulate play and development across all
domains. While toys are important instruments in facilitat-
ing a childs development, above all, toys should be consid-
ered tools with which teachers can engage children.
References
Brazelton, T., & J. Sparrow. 2006. Touchpoints Birth to Three. 2nd ed.
Reading, MA: Da Capo Press.
Cole, M., S. Cole, & C. Lightfoot. 2005. The Development of Children. 5th
ed. New York: Worth Publishers.
Elkind, D. 2007. The Power of Play: Learning What Comes Naturally. Read-
ing, MA: Da Capo Press.
Johnson, J.A., & T.A. Johnson. 2006. Do-It-Yourself Early Learning: Easy
and Fun Activities and Toys from Everyday Home Center Material. St.
Paul, MN: Redleaf Press.
MacDonald, S. 2001. Block Play. Beltsville, MD: Gryphon House.
Paley, V. 2004. A Childs Work. Chicago, IL: University of Chicago Press.
Additional resources
Boise, P. 2010. Go Green Rating Scale for
Early Childhood Settings and Go Green
Rating Scale for Early Childhood Settings
Handbook: Improving Your Score. St. Paul,
MN: Redleaf. Available from NAEYC.
www.gogreenratingscale.org.
Clever Toddler Activities. n.d. Easy
Homemade Toys. www.clever-toddler-
activities.com/home-made-toys.html.
Environmental Working Group. n.d.
Health/Toxics: Childrens Health.
www.ewg.org/childrenshealth.
Miller, L., & M. Gibbs. 2002. Making Toys
for Infants and Toddlers: Using Ordinary
Stuff for Extraordinary Play. Beltsville,
MD: Gryphon House.
Posner, R. 2010. Double Exports in Five
Years? The Becker-Posner Blog, Febru-
ary 21. http://uchicagolaw.typepad.com/
beckerposner/2010/02/double-exports-
in-ve-years-posner.html.
Ranson, A. The Imagination Tree. Blog. www.theimaginationtree.com.
Sher, B. 2009. Early Intervention Games: Fun, Joyful Ways to Develop
Social and Motor Skills in Children with Autism Spectrum or Sensory
Processing Disorders. San Francisco, CA: Jossey-Bass.
Sparling, J., I. Lewis, & D. Dodge. 2007. The Creative Curriculum Learning
Games. Bethesda, MD: Teaching Strategies.
Wilmes, D., & L. Wilmes. 2s Experience series. Building Blocks.
Zero to Three. n.d. Tips for Choosing Toys for Toddlers. www.zeroto
three.org/child-development/play/tips-for-choosing-toys-for.html.
As the underly-
ing reasons for
selecting specifc
toys and activities
become clearer, a
world of limitless
possibilities for
invented toys
opens up.
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